Wellness as the Overarching Theme
Schools play a critical role in improving the healthy lifestyle behaviors of children and adolescents. Schools can create environments that are supportive of this by implementing policies and practice that provide students with learning opportunities to practice these behaviors, for example regular physical education and health education. (Centers for Disease Control and Prevention)
Students will gain personal and academic achievement through practice of skills needed to live a healthy and balanced lifestyle. Students will access, evaluate, and use information from various sources to achieve overall wellness, and will comprehend concepts related to wellness to implement realistic plans for a lifetime of optimal well- being. Students will make plans and take actions that lead to healthy and balanced living for themselves and the world around them in an environment that is safe physically, socially, emotionally, and intellectually. (Healthy and Balanced Living Curriculum Framework)
- Contact Information
- Learner Goals
- Program Guiding Principles
- Curriculum State & National Standards
- Course Outlines
- WPS Curriculum Materials
By the end of high school, students will be fully prepared to demonstrate their ability to plan and implement any number of personal fitness programs. They will also be able to demonstrate their competency in at least two lifetime activities while modeling responsible behavior associated with physical activity. These young adults should also be actively participating in physical activities that challenge them, encourage social interaction, and result in self-expression and personal enjoyment. (National Standards for Physical Education)
It is recognized that quality physical education programs help students develop physical competence, health-related fitness, positive attitudes about physical activity, and cognitive understanding. To adopt, practice, and maintain healthy and physically active lifestyles, students will make individual progress toward mastery of the following goals of the WPS Physical Education curriculum:
1. They develop competence in a variety of motor skills and movement patterns.
Learners develop the physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis.
2. They apply knowledge of concepts, principles, strategies, and tactics related to movement and performance.
Learners use cognitive information to understand and enhance motor skill acquisition and performance. This involves the ability to use the mind to control or direct one’s performance. This includes the application of concepts from disciplines such as motor learning and development, sport psychology and sociobiology, and biomechanics and exercise physiology.
3. They demonstrate the knowledge and skills to maintain a health-enhancing level of physical activity and fitness.
Learners establish patterns of regular participation in meaningful physical activity. This goal connects what is done in the physical education class with the lives of students outside the classroom. Although participation within the physical education class is important, what the student does outside the physical education class is crucial to developing an active, healthy lifestyle that has the potential to help prevent a variety of problems among future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in regular physical activity outside the physical education class. They demonstrate effective self-management skills that enable them to participate in physical activity on a regular basis.
4. They exhibit responsible personal and social behaviors that respect self and others.
Learners self-initiate behaviors that promote personal and group success in activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior and positive social interaction. Key to this goal is developing respect for individual similarities and differences through positive interaction among participants in physical activity. Similarities and differences include characteristics of culture, ethnicity, motor performance, disabilities, physical characteristics (e.g., strength, size, and shape), gender, age, race and socioeconomic status.
5. They recognize the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Learners develop an awareness of the intrinsic values and benefits of participation in physical activity that provides personal meaning. Physical activity provides opportunities for self-expression and social interaction and can be enjoyable, challenging and fun. These benefits develop self-confidence and promote a positive self-image, thereby enticing people to continue participation in activity throughout the lifespan.
Much has been learned in the past few decades about instruction that effectively promotes the development of health and physical skills. Based on this research, the Wilton Public Schools has established the following core principles for instruction in physical education:
1. Opportunity to Learn
All students have access to regular physical education. Physical education is consistent with class size, and students have access to adequate equipment and facilities in order to work to their potential in a purposeful manner.
2. Meaningful Content
Physical education has a written, sequential curriculum for all grades which is based on national and state standards for physical education. Physical education instruction in motor skills is designed to enhance the physical, social/emotional and mental development of each child and helps children understand, improve and maintain their physical well-being. It provides many opportunities to improve social and cooperative skills and to develop a multicultural perspective.
3. Appropriate Instruction
Appropriate instruction involves the full inclusion of all students, well-designed lessons that support out-of-school learning and practice and an abundance of opportunities for class activities. Physical activity is never used or withheld as punishment and is always regularly assessed as a way to monitor and reinforce student learning.
4. Student and Program Assessment
Assessment is an ongoing, vital part of the program and student assessments are always aligned with state and national physical education standards. Physical education program elements are assessed in order to ensure they support a quality physical education program.